SOL-BA(P)

2nd - year3rd semester

Subject
Education—Researching Children and
Childhoods in India
(SKILL ENHANCEMENT COURSE (SEC))

Medium –ENGLISH
*100% सफलता पाने के ललए नोट्स कम से कम दो बार
जरूर पढ़ें
 QUESTION- What is an interview?

ANS:- An interview is a personal or introspective method, depending on which person's

qualifications, qualities, Information is obtained regarding problems and problems.

Interview definition

1. According to Good and Spot - an objective interview is an interview. John G. Add

Accordingly, the interview is an objective conversation.

Features of interview technique

1. Interview is the best item of exchange of mutual views.

2. Under the interview process, two or more people have a conversation or close
contact Is Interviews are interdisciplinary method based on mutual relations.

3. Interviews are questions of purpose.

4. Based on this, the factual material in relation to the person is synchronized.

5. It is based on primary relationships.

Objective of Interview Technical

Interviews have several technical objectives. Keeping in mind these objectives, the
interview process Is completed. The main objectives of the interview are-

1. Synchronizing information by establishing a direct link - Interview is based on direct

contact. This Under the process, whatever true leads are obtained, on the basis of
direct contact. In this, At the time of the actual interview, the interviewer and interviewer
would sit face to face with Dasu Ray.

The interviewer asks various questions related to the stated objectives. Basis of But she
receives information related to topics of interest, abilities and skills, desires, accolades
etc.

Thus, with a view to obtaining factual information on the basis of direct information.

2. Conceptualization of material indirectly, for major pet perceptions of the witnesses for
the concepts. Doing is also a major objective of the interview. From this point of view, it
is very useful.
From the point of view of the creation of the concept, in the form of a very special or
best practice Is accepted. The reason for this is that based on the interview, many new
facts are understood.

These facts, the interest of the interviewer, nomination, alumni, abilities, skills, various
problems, etc.

3. Getting secret and personal information - many such in relation to the person through
interview Information is obtained which is not possible to be obtained through any other
method. The information can be used from many views. Not only the interviewer, but
others ,These information are also useful in solving problems of individuals. As long as
Is a question of the interviewee, to refer to it or for future statement in relation thereto, or
any of its other With a view to resolving the problem, such confidential information is
exploited to the maximum.

4. Obtaining other useful information through inspection is also a major objective of the
interview. According to the bar and the skate - the Faculty does not get an opportunity
to interview a person, But him, the environment of his home, the circumstances, the
environment of the neighborhood, the behavior of the relatives, the friends Habits, etc.,
get all the opportunity to study. Many new and new interviews You can get information
about things, otherwise he may also spontaneously, be shy and shy in inspecting Can.
Thus, the interviewee gets the opportunity to do both the inspection and the interview.

Types of Interview Techniques

The major types of interview technology are-

1. Counseling Interview

2. Remedial Interview

3. Diagnostic Interview

4. Interview for Data Collection

5. Research Interview

6. Selection Interview

7. Information Interview
These are divided into four sections on the basis of work-

1. Classification based on works.

2. Classification on the basis of formalism.

3. Classification based on the number of informants.

4. Classification based on study method.

QUESTION: -. What does it have to do with the concept of

development and education?
ANS: - Development refers to biological and psychosocial changes.

Starting from Gabbhagan, which continues till adolescence. Speed of development

always depends on human. Their self-defense status continues. It is accompanied by
human or environmental symptoms. The internal symptoms of humans can also be
defined as a process. Increased Body Mental Or the development of children in four
areas such as cognitive, emotional and social, which are the focus of study In this, the
emphasis is on physical development and cognitive development.

Development terms related to age are:

Newborn babies (0 & 1 year old), (1 year old to 1 year old), young child (1 to 3 years
old), Early school going children (4 to 6 years old), adolescent (11 & 18 years old) (Cal,
2006) Age & extent and personal differences in child development:

Although income limits are in themselves unilateral in many ways. The way in which a
person is socialized Commercial and Buddhist development has been so different from
others in such a way that some Children achieve their status in a timely manner, then
after some time according to their average age When you reach such a level, you get
better when your children have a much higher deviation than their average.

Principles of Development:

Changes in human development include changes in various stages of development and

in each phase Characteristics of forecasting development patterns. Individual
differences in the personality of children, however.
Time to reach the level of development and development goals, such as age and stage
principles. The general pattern of development includes development based on the
following basic principles:

• Development is a continuous process: - Development does not happen at a rapid

pace. Growth starts at the same time. Continued till the maturity of the person. The
development is uniform.] However, the speed of development is special In the initial
years, it intensifies and later in the middle of the mind.

• It follows any pattern or permission: - Every breed of animal or human development

Follows Patana. Development progresses down from the laser. From the center also
moved towards the barrier .

• From normal to specific: Development progresses from normal to specific business.

They range from large muscle movements to most small muscle movements. Eg
someone as a newborn baby Instead of moving in one eye, it moves throughout its
body.

• Different growth and development of individual activities: - Neither all the parts of the
body grow at the same time. And the mental capacity of a new child is fully developed.
They are different & different Achieve a level of maturity. Both physical and mental
abilities develop at different ages.

Sources

• Development is a complex event: - All the people of the old age are closely connected
to each other. Any children Mental development is closely related to its physical growth
and needs.

• Factors influencing development and personality: - Man's personality if done honestly

There is a result of their genetic as well as cultural ecology. Something that I found in
Iran Is born There is no impact of environment on them.

Actually, genetics have the effect on humans that they get from their ancestors and
something Everybody performs and works in a certain way. Eg as a certain object Their
trend towards weight. In this way, in generating individual differences, the primordial
role Play and is equally responsible for differentiating a person's personality.

The child development theory for CTET and TET exams is excellent at the point of view
and with this talk, Years 2 to 3 questions were asked. I usually share sharp notes on the
principle of child development.
Theories of Child Development:

It is necessary to identify and characterize growth and development from patents and
processes because It explains how growth and development is progressed within
children.

With the help of theorists, I can easily explain how children are developing and how they
can At the level? These principles in estimating the growth rate of children and the
development rate they. Will follow or help in knowing. Apart from this, the features of the
study person as well as This can be done keeping in mind the individual differences.

1. The doctrine of follow-on:

• The process of development extends from the laser to the toes.

• 6 to 12 infant girls

• Coordination of legs by foot

2. Proximal-distal principle: (proximal-distal)

• Out of the box

• The spinal cord is developed from the outer parts of the body.

Note: Both illustrate the condition of the above principle development.

3. Simple Jahtal Principle:

• Relating to the child's mental or intellectual abilities and skills related to oral
understanding Used to solve problems.

• For example, if the child learns to categorize the object, the patting and the wizard will
Can be the same for him because they both fly in the sky

• This kind of response is associated with the level of thinking and on the existing views
between the two Is based

• But in the later stages of learning, they will have more complex similarities between
these items and more.
 QUESTION:-3. Why do I want to know the children in the context of diversity?

ANS:- As young children enter their first years of school, they’ll get to know peers with a
wide variety of abilities, cultures, languages, and backgrounds. It’s totally natural for
them to notice similarities and differences and express curiosity, and it’s up to the
grownups in their lives to not only model acceptance of diversity, but to frame it as a
strength.

Use the tips in today’s blog post to help children appreciate the similarities and
differences between themselves and others–and reassure them that talking about
differences is okay and encouraged. Excerpted and adapted from the new book 45
Strategies That Support Young Dual Language Learners by Shauna L. Tominey &
Elisabeth C. O’Bryon, these practical strategies are a great starting point for helping all
young learners appreciate other cultures, values, and beliefs.

What Children Bring to School

Children in the United States are negotiating the transition from home to school at
younger ages than was true even a decade ago. Most children's initial exposure to a
school-like setting used to occur when they entered kindergarten or first grade; today,
preschool environments are the first exposure. As of 1990, 55 percent of low-income
children aged three to five were enrolled in a school, child care center, or Head Start
program (Brayfield, Deich, and Hofferth, 1993); 40 percent of all 3- and 4-year-olds
were in some form of group care or preschool program as of 1991 (O'Connell, 1994).
From a child's perspective, this requires learning rules of two environments—home and
school—at a very early age.

Children bring their own set of culturally based expectations, skills, talents, abilities, and
values with them into the classroom. And they begin to develop their self-concept (at
least in part) from how others see them. To form positive self-concepts, children must
honor and respect their own families and cultures and have others honor and respect
these key facets of their identities too. If the classroom doesn’t reflect and validate their
families and cultures, children may feel invisible, unimportant, incompetent, and
ashamed of who they are.

Many people, including educators, have long believed it is better to act colorblind and/or
―cultureblind‖—that is, to not acknowledge color or culture. But research has shown that
this artificial blindness keeps us from recognizing, acknowledging, and appreciating
important differences. Worse, it may lead to unintentional bias toward or disrespect for
those who are different from us.

We know now that acknowledgments of color and culture are essential for legitimizing
differences. Color and culture make each one of us special and enable us to offer
unique gifts and opportunities to groups we are part of. At the same time, color and
culture help children learn about each other and the world. In short, color and culture
enrich classrooms.

To appreciate what each child can contribute to the class, teachers need to learn about
each family’s cultural values. Helping children to see themselves in your pedagogy,
curriculum, environment, and materials enables them (and their families) to feel
welcomed and valued.

Take a look around your classroom.

Does the artwork on the walls accurately reflect the children’s lives, or are the walls
covered with store-bought, stereotypical images?

Why not have the children create their own posters with their own artwork, things from
home, and photos families can supply?

Are labels (and other child-focused texts) repeated in each child’s home language, or
are they in English only?

Why not forge connections and support children’s learning by asking family members to
help children use their home languages throughout the room?

It’s important to see cultural and linguistic differences as resources, not as deficits. As
NAEYC’s equity position statement puts it, ―Children’s learning is facilitated when
teaching practices, curricula, and learning environments build on children’s strengths
and are developmentally, culturally, and linguistically appropriate for each child.‖

QUESTION:-4. What does 'include all' mean?

ANS:- The diversity of culture and society is reflected in the classroom. Language,
interests and qualifications of students .There are different sources. Students come
from different social and economic backgrounds. I want these benefits Can not ignore
the living; Actually, I want to be happy with this, because they kill each other and
Beyond your experience, you can become a need to know more about the world. All
students get education and They have the right to learn whatever their status,
qualifications and background, and it is called Indian law and Has been recognized in
international child rights. The three main principles of ensuring that "education includes
all"
• Pay attention: Effective teachers are attentive, alert and sensitive; They can change
the changes in their students Let's see. If you are observant, you will see when a
student has done something well, when Need help and how it relates to others. You can
also understand the changes in your students Who can count the changes in their
home circumstances or other problems. Shalm all To do this, you need to meet your
students on a daily basis, and pay special attention to those students. Officers who are
able to participate in the law or are unable to participate.

• Focus on Self-Esteem: Good citizens are those who associate with 'they really are' I
experience They have self-respect, they know their strengths and weaknesses, and
they have the ability to form positive relationships with others without caring for the
background. They own respect and also respect others. As a teacher, you are a young
man Can have a significant impact on one's self-esteem; Go to your power and use it
And to increase the self-esteem of the student.

• Flexibility: If a strategy in your classroom is not useful to specific students or groups,

Don't be prepared to change your plans or stop the activity. Flexibility changes your
strategy It will help in doing so that you can join all the students with more effective
dhing. Approaches you can use at any time

• Presenting good behavior: without caring for ethnic groups, religious or gender Create
a good example for them by speaking well. Treat all students with respect and Make it
clear through teaching that all students are equal for you. With respect to all of them
Talk, keep in mind their opinions as appropriate and class by doing work that benefits
one Encourage taking responsibility of.

• High requirements: qualification is not stable; All students can learn if they get proper
support And can progress. If a student is encouraged to understand the work that you
do in class If you do, do not understand that he will never understand. Think of you as a
teacher. How can I help in student learning. If you are in your class and higher than one
Expectations, your students are more likely to develop the feeling that if they are
engaged they will learn Jaingye 'High expectations' should also apply to business. Make
sure that the expectations are clear and that the students are one- Treat Dusru with
respect.

• Bringing diversity in education: Students learn in different ways. Some students like
writing; other
To express their thoughts, I like to create a map or a picture in the brain. Some students
are good Listeners; Some of the best learn when they get the opportunity to talk about
their thoughts Is. You may not find the time appropriate for all students, but you can
bring diversity to your education. and the students made a choice about some of the
learning activities they do Can offer

• Connect the learning to daily life experiences: For some students, you want them to
learn something I think it is irrelevant in the context of his daily life. To make it relevant,
whenever you Possibly, connect the education process with their environment and fight
with their own experiences.

• Use of language: Think carefully about the language you use. Affirmative Use
language and training, and do not scoff at students. Mesha should comment on their
business, they But nothing. 'You give me trouble today' seems very personal.
Expressed it this way from the dead Can go, 'Today your business has hurt me. Should
you pay attention for any reason What is Kahathnai ?, this type of language is very
helpful.

• Challenge ninety-one things: search for and use resources / features that help girls
find non- Spiritualists show up in landlords. Bring exemplary ideas, such as inviting
scientists to school. Our own Aware of the lenient spirituality; You can know that girls
play games and boys Care, but I often express it differently, mainly because in society I
am accustomed to talk at this level.

• Describe a safe, welcoming education environment: It is imperative that all students

Be safe and pleasant in school. Encourage mutual respect and good speech from each
other By doing this, you can get into the situation of making your student feel strong and
active.

QUESTION-- Family, school and society land in children's

lives.

Home's contribution to the development of the child

(Contribution of home in child development)

The family is the first school for child development. This child has undeserved abilities
and abilities Develops. Each member of the family contributes to the development of the
child. Ying and Mac (Young & Mack) states - "The family is the oldest and original
human group. The specific form of family structure is a As a society, there can be
various differences in the society and the main functions of the family are children -
children.

To follow, to familiarize him with the culture of society, to socialize him in the whole
year. " Family or household is the minimum whole unit of society. This includes
husband, wife, children and other dependent persons Are involved. Its main basis is
blood relations. Claire described the family as "Family, There is a system of relations
which is found between parents and children. "(" By family women a system of
relationship existing between parents and children. ")

Influence of home on child development

(Influence of home on child development)

Montessori considered the family environment and circumstances to be great for the
development of children. That is why they have made the school a house of childhood.
According to Remint- "Home The location is a general characteristic of the genus that
generates knowledge properties in the region. ‖ Deep love at home Develops emotions.
This child's generosity - blandness, sleeplessness and health, justice and injustice,

He learns the difference between truth and untruth, labor and laziness. " The impact of
the house on the life of the child is as follows: -

The house is the first school for a child. And can have all the qualities in the house.
Whose school is required. Children get training in homelessness and sociality. Develops
social and adaptation qualities. Imitates social behavior.

The contribution of the household is important in developing social, moral and spiritual
values. He gives help in the development of habits and habits. Rudrachh develops
Alabhrudhich and trends. Develops the personality of the child. Love education is
available. The qualities of yoga, philanthropy, tolerance, devotion are developed. The
house educates the child to behave in the society. According to Plato: - "If you want a
child If the beauty praises and builds things, then present the beautiful things around
them. ‖ School's contribution to the development of the child (contribution of school in
child development) According to John Dewey, "The school is a reflection of a wide
society through its boundary wall.
In which life is learned by spending life. This is a simple, pure and progressive society. "
The word school is derived from the word Schola, which means holiday. In Greece,
emphasis was placed on sports aids in schools. Kalantar became the center of Central
School.

In the words of T.F.Leach - "The place of debate or the atmosphere, where the youth of
Athens, at their leisure The time was spent in training in sports, business and war skills.
Slowly show of Dasha and some arts Schools have changed. Schools through holidays
spent in the beautiful gardens of the academy Developed. "

What are the definitions of the school: -

John Dewey "What kind of environment is the school, where some qualities and special
types of life are done and The education of the businesses is given with the aim that the
development of the child is in the desired condition. "

Ross- "School institutions that are established by civilized humans with the aim that
society I got success in preparing the children for well organized and qualified
membership. '

KG Saidain - "Based on the needs and problems of a nation's school people Want a
The school curriculum should be the essence of his life. This of community life I want
specific features to reflect in my natural environment. "

Strengthening the power, maintaining the continuity of its modern tenacity, its past
successes To keep safe and to guarantee its future ".

With this view the school contributes to the development of the child in this way - Makes
children to face the complex situations of life.

Preserves social-cultural heritage and transfers it to the next generation. Schools work
to connect children to home and to the world.

The school has a significant contribution in developing the harmony of the individual.

The school promotes the ideals, ideologies of the society and the creation of educated
citizens. In psychology, there has been the ability to change the attitude towards the
child, hence the school, information Instead, provide experiences to children. In modern
schools, the approach of children has been developed in the context of the world.
Today's schools try to provide a special environment for child development. Holy
In the environment, the child evokes a sense of holy spirit. There is a balance in their
personality. Today, schools are developing as community centers. This is a small
society.

According to Thomson- "School, Monthly, Children's, Community, National, and

International Development. Does and trains healthy people. " More about this source
textSource text required for additional translation information Send feedback Side
panels History Saved Contribute Contribution of community on child development in
child development In the words of crow & crow- "No community can expect anything in
agony." If the person wants his youth to serve his community well, then he should get all
those educational resources Should be mobilized, which is needed by individuals and
individuals collectively. " In the words of Machlver & Page- "Whenever members of
small or big groups like this I do not participate in this or that specific objective in all the
physical conditions of the life of the force. Participate, then I like such community to the
community. " The community's role in child education is very good. Communities for
their values and beliefs

According to the person's business is built. According to Vavalayam Iger- "Social by

human nature He is a creature, that is why he has learned from the experience of years
that the development of individual and collective activities Can be done voluntarily by
the community. "

Influence of community on child development

(influence of community on child development)

In this way they influence the development of community child- Social Impact - The
direct impact of the community on the social development of the child and his
Knowledge of social rights and knowledge as well as discipline of freedom. Political
influence - The community also exerts political influence on the child. Through the
medium of students in schools The experience of political infrastructure is met and
prepared for the political environment of the society. Economic Impact - The direct
impact of the economic condition of the community is visible on the schools and
children. Schools in affluent communities attract attention and the students studying in it
get social reputations. The level of English medium schools is different from the schools
of district councils for this reason. Cultural influence - Each community has its own
cultural and its influence in the schools and It is natural for students to have an impact.
The influence of speech, behavior, vocabulary and style is clearly visible.
Communal influence- If there is more than one community in the community, there is no
harmony in it. In such a society, the atmosphere of the schools gets polluted.

Public demand - The community, school and education fulfill the universal demand.
Education promotion The demand of the schools for dissemination has increased and
the communities complete it.

Development of Elementary Education - Community Functioning for its young children

in a community campus Opens. Thus, arranges their primary education.

Development of Secondary Education - The impact of the community on secondary

education is also seen. Secondary in the country. The contribution of communities in the
development of education is prominent.

Higher Education - Indian communities have also emphasized on the development of

higher education. Today high education local It is given according to the needs and
means. So, let us look at the way home, school and community can help the
development of children.

QUESTION- The teacher and guide of the educational

society, how far you are concerned with this explain?

The status of teachers is revered in society as a whole. Some call him a teacher, some
educator, some All these words refer to a person who is a teacher or teacher.

Gives knowledge to all, teaches and contributes to the future creation of any country or
nation Is. In the true sense, a teacher enhances the life of his student. Of educationist
society The foundation is A teacher plays the role of guide to the end of his life and
gives society The teacher is given a right, then the teacher is given high status in the
society. Parents give birth to a child. No one can replace them, they cannot take their
form in any form, but are teachers Who is given equal status in my Indian culture in the
form of parents because of education in society Suits qualify. Therefore, Shri Shikshak
is considered as the architect of society. Master or teacher's association Teaching the
student not only, but showing the student and his student on the mode And the cloth is
ready to hold it. In the mind of the student, he answers the question And gives all
suggestions to the student and always motivates them to move forward in life.

What a teacher or teacher taught to his student in school, as he learns Make business
His mindset also becomes something like that and see people around him.
Therefore a teacher or teacher motivates his student to move forward. For a successful
life Education is very useful which is provided by the Guru. In the world, only such a
country in India In addition to giving knowledge to the teacher, the teacher also gives
quality education, which is higher in a student Very useful in setting prices. When the
President of a powerful country like America comes, so too Praises India's quality
education.

The economic, social, cultural development of any nation depends on the education of
that country. If the nation. If the education policy is good, no one can stop that country
from moving forward if the education policy of the nation If you do not do well then the
talent will be suppressed. Of course, any nation's education policy is useless, but A
teacher also transforms the useless education policy into a good education policy.
There are many dimensions of education, which The development of education in any
country underlines the pace of education.

Education provided by a teacher is the basic basis of all round development of the
teacher. From the beginning by teachers Education of life values is also given along
with Shri curriculum. In education, knowledge, gaiety, Provides efficiency and
competence. Teachers are considered equal to God. Even today teachers Do not invest
your mind in setting up an ideal human society by following educational principles Are
you But at the same time, there are teachers who link the names of teachers and
teachers, such Teachers have made education a profession, which does not dissuade a
funded education from education and Due to lack of funds, one has to leave his studies.
In the modern era, the role of teachers is very special. Teachers and guides show me
the art of living a life of some knowledge and not just a blank.

Today, education has been commercialized and marketed. Commercialization of

education and Marketization is a big challenge before the country. Education in India
was never a business or occupation in olden times. The Guru and the teacher are those
who establish appropriate standards in a teacher and show the true path. A teacher
should always show respect and gratitude to his teacher or guru. Any nation The future
of the teacher to be nominated does not end as the teacher does not recommend
Adisha motivates to follow the path but also the policy of successful life of every teacher
They are kept by devotees.

QUESTION- Children's learning and teacher's land.

Effective education includes the role of teachers: Education is an art, teacher is always
revered in the society as teacher, kini guru, kini teacher, kini Called by the name of
teacher, but the work of everyone as a guide of society, as a guide, In the form of
education and administration, the education of the National Education Society is made
by the state's national manufacturer of education.

Creating life in the work of students is an example of a teacher moving from darkness to
light After the father, in this world, in this world, there is no revered teacher and teacher
in front of Mr. teacher since ancient times.

The big challenge is to keep teaching effective, interesting and stressful in the
classroom. I took the form of sports, Utsa, amusement, such atmosphere in the
classroom For the teacher the following efforts will be made: -

1-As a teacher friend: - If the teacher taught the class by mixing with the students the
way of a good friend, as a mother and father. If it does, then surely the frequency of the
child coming to class will increase and the teacher's training in the body Will also take
interest which will help to see improvement in the level of education of the child

2- Teachers also take their periods daily: -

When you take your period routine, children also have a positive attitude towards that
teacher. And always try to take the period of that teacher because of this teacher's
quality also I am able to see a lot of improvement in the level of education.

3- The body of education, by means of Ran: -

When a teacher confesses to a subject in front of children by taking different examples

If you keep it, children take a lot of interest in it and children consider this type of
education as a burden. As a result of which positive attitudes towards education emerge
in children and education of children Will also see a lot of improvement in the level of

4. Chance to teach children also: -

Teachers teach any subject to children so definitely children are not able to learn 100%
of it. If children are to be told that I will teach you today from two children If you try to
teach other children by standing at the place, then definitely the children will go home
Will try to learn about the subject with the help of various books and some children will
come out that even better than the teacher will try to teach that subject. I develop a
feeling of competition and I am able to see improvement in the education level of
children.
5- Give two things to the subject at the time of writing: -

When a teacher teaches a subject to children, in class, it should be given in between So

that if a child did not understand at one time, then in the second time I understand him.
And for the third time, it is clear to everyone that in this type of education, all the
children are positively positive. You will get to see improvement in education level and
definitely

6- Must increase the morale of children: -

If the child in the class shows a good number of works on time, he shows you in
discipline Responding to the questions, the children do not fight with the fighters but
surely do not accept the teachers. Such children do not want to increase morale from
time to time and pat them on the back and do not want to do so .Other children also
learn to behave in a way that is definitely at the level of education and education
Improve.

7 - Must tell motivational decisions to children: -

Children should definitely hear different kinds of motivational verdicts once a week. If
the teacher presents himself with an example of a good work, then the children are
more positive The effect will be affected by the children, the teacher should want to
listen to them from time to time. Do not behave so that they are negatively impacted as
children perceive the teacher as their own. And understand that the teacher who is able
to do so is himself a teacher in front of him If you try to present it, you will see that by
doing this, your training will take four.

8 - Participation of children in social work: -

Self teacher should do something like this in school So that children can develop social
spirit like school cleanliness in school, Ped Planting, growing and growing in school
finances, censor such children in school Paying the fees of those who are unable to pay
the fees, giving the Spellsmen copy free to the children. Your respect will increase and
they will give more importance to what you say and in such activities It will be easy to
see that people will learn to learn through such teachers. Taking more interest due to
which the level of learning of children will improve significantly
9 - Development of net worth in children: -

The teacher class should be divided into different tolems and one leader of each team
should be declared and each Give Doli a physique and want her accountable leader to
develop leadership skills in children.

They will consider the qualities of self-confidence and because of which children will
also be interested in education and who The teacher teaches and will try to learn it with
great responsibility.

10: - Study in the classroom while studying: -

The teacher should not sit and study in class, he should study in the classroom by
standing and moving around. This makes the teacher watch over all the children and
also make discipline and all the children to learn. I also try because the teacher is in
touch with all the children and also sees the difference Which child is taking my words
seriously and who does not take seriously, which child is interested in studies Who is
teaching and who is not interested in studying in children? Most of the time when the
teacher is studying in class in the classroom. So most of the children take interest in
studying and it is easy to see that with this type of teaching skills A lot of improvement
can be seen in the level.

11- Home must be done and checked: -

The children must be given proper work and they must be sure to check with your
training skills You will definitely see positive improvement in the level of education in
children.

12- Go to class with complete preparation: -

Be sure to read the subject that you are presenting in front of the children in class. This
will make you believe in me and you will be able to keep that subject clearly in front of
the children. And the children will also be more interested in learning that subject, the
children will do without you saying The teachers who do the training of the blockage will
do a good job of their education and the children are also To see the teacher with
respect from this point of view, to see positive changes in the level of learning of
children Meekness.
13- Education by educational excursion: -

Swami Dayanind Saraswati used to give a lot of speed on education through

educational tours and said that The education provided by the excursion is permanent
and children are more interested in education through the visit.

They are also able to see a lot of improvement in their level of education, this type of
education is very easy

14- Participation of every child in class: -

During the discussion in class room and try to give participation to the child. If it is not
possible in a day Give children the opportunity to speak at different times of the week.
So that no child I feel that it is difficult to understand what is taught in the classroom. He
should think that class Is being monitored for him. Through this, children will also take
responsibility for learning and preparing Come to class with me.

15- Education in simple, clear and matronly language: -

The teacher should teach in the classroom in simple, clear and mature language as to
how much the child is The way you learn to read only in the language or learn to do any
business and do not enter any other language To make it easier for the weak and weak
to understand the baby.

16-Lose weight of the bag: -

I should try in such a way that the weight of the child in the bag is less. Come on,
teacher will teach children in class from his book and ask children to bring only
notebooks because When children gain more weight in their bags, they get tired quickly,
which has a direct effect on the child's learning. Processes follow 17- Developing the
habit of studying at home: - How much a child learns from self study A teacher or other
person learns the path only by not learning the path Go to school, so motivate the
teacher to study more and more children at home.

18- The teacher should consider himself as an example: - The teacher considers the
teacher as his own, so the teacher Always behave positively so that the student can
follow as much as possible Will try to learn and present the issues of social awareness
to the teacher among the children. Do not want and always present yourself as an
example of this, in the process of learning of children. The teacher's behavior has a
direct impact on the students.
If the teacher uses the above training skills in his classroom, then the class room
training The level will improve in a positive way and the children will also be affected in
learning and the classroom teaching is a burden Do not consider it as a game, if the
teacher uses the above training skills The trend of dropping children in the period is also
gradually decreasing and the level of education of children also Starts improving.

QUESTION - explain the difference between non-disciplinary

and cross-sectional studies

Distinguish between longitudinal and cross-sectional studies

Cross-sectional

When designing a research project, the study team has several data methodologies
available. One A cross-sectional study is a powerful tool with data over a period of time
from a large pool of subjects Catches. Researchers usually collect data about their
imagined event, but they They also collect demographic and other relevant features so
that they can make their findings Can compare to groups. A cross-sectional study can
be used in virtually any discipline. Who does scientific research.

Tutorship study

As mentioned in the introduction, a long-term study is a research study in which

research has long And continues to use a single sample at each stage. Characteristics
developed in the population Or such studies are done to analyze the features.
Interaction in social science Studies are fairly general. These researchers use a single
sample in years or months to come up with a conclusion.

Allow to study.

Understand this through an example. Imagine refugee children in a researcher's host

country Does a special research on harassment of If the researcher wishes to study
scholarship, then The refugee chooses a sample of children. Study of the immediate
effect of blaming on Kafar and children Does. Since the research lasts for a long time,
the researcher continues to study with the interval Keeps This money can be paid
annually.
However, it is not easy to conduct a research study. There are many hurdles that
researchers face I do One of the samples from the main images is traced. In some
cases, some participants Can be moved to Matric or any other area. More about this
source textSource text required for additional translation information The cross-sectional
describes the time frame in which the study is conducted. Or one In opposition to the
study of academia, which is at several points from the same study participants or from
the same subject pool. Captures data over time. A research study is usually compared
to a research study. It is less expensive to conduct because subjects do not have to
rack up on time. Without this, This type of analysis does not suffer from participant
psychosis such as research. Another advantage of cross-sectional studies is that data
analysis can begin immediately after the conclusion of the singles. The cross-sectional
study method has some disadvantages. Since the data is collected at a point in time

Therefore, researchers cannot extract conclusions about the cause from them. For
example, if one The researcher finds that heart disease is common among office
workers, so this research method claims it Prevents that office work contributes to heart
disease. In some cases, lack of participants Due to this a cross-sectional study is not
possible. For example, in case of Dalit disease, the researcher . Do not have access to
sufficient research topics to make a general conclusion about their concept.

Researchers who choose a cross-sectional study design, during or beyond the data
stream It can be confused with historical factors. For example, to study emergency
preparedness A researcher who cannot find the exact result if he immediately after a big
storm Surveyed. In the same circumstances, a long-term study will show trends in
emergency preparedness and Will demonstrate whether the storm had an impact on the
incident.

Difference between learning and cross-sectional studies -

Vertical Study: A research study is a research study in which research has been
continued for a long time. And uses one sample at each stage.

Cross-sectional study: a cross-sectional study, a research scholar, a special syndicate,

people Analyzes a social phenomenon through, or through, a sample.

Vertical Studies: A long-term study goes on for a long time.

Cross-sectional studies: A cross-sectional study is completed only once.

Vertical Studies: A research study presents an idea of the development of research
subjects.

Cross-sectional studies: These studies present a cross-sectional analysis. Sample:

Vertical study: On many occasions to understand the difference or change of the

sample selected for research The study is done.

Cross-sectional studies: Samples are studied only once.

QUESTION:- From the observation, what are the different types of

sources, please also tell the limits of the children -

What is the role of observation in development?

Recent reports have suggested that young childrens’ attendance in classroom-based
preschool programs has dramatically increased, with nearly 1.1 million children
attending public preschool programs during the 2007–2008 school year (Noel, Sable, &
Chen, 2009). Preschool is viewed as an important way to prepare young children for
elementary school (Reynolds, Temple, Robertson, & Mann, 2001). Previous research
has emphasized the importance of children’s early competencies for later school
success, including social relationships, self-regulation (e.g., attention) during
interactions with materials, and language development (e.g., Blair, 2002; Burchinal,
Peisner-Feinberg, Pianta, & Howes, 2002; Duncanet al., 2007; Hamre & Pianta,
2001; Ladd, 2005; Wasik, Bond, & Hindman, 2006). It is now well-established that these
important early childhood skills and abilities develop within interactions between the
child and context (Ladd, 2005; Pianta & Walsh, 1996), including interactions with adults,
peers, and learning activities/materials within early education classrooms (Downer,
Booren, Lima, Luckner, & Pianta, 2010). Young children learn through a wide range of
interactions across the school day, and their competence or adjustment is best
indicated by the nature and quality of these interactions, underscoring this as an
important indicator childrens’ readiness or ability to successfully transition to school
environments (Lara-Cinisomo, Fuligni, Ritchie, Howes, & Karoly, 2008; Rimm-Kaufman
& Pianta, 2000). One component of children’s classroom experiences that is not well
understood is the extent to which activity settings (e.g., large group, free choice, meals,
etc.) may support or constrain certain patterns of interactions. It is important to
understand the connection between activity settings and children’s interactions to shed
light on the classroom as a context for learning opportunities.
The link between the classroom context and specific children’s behavior is complex
(Carta & Greenwood, 1985; Gump, 1967; Kontos & Keyes, 1999; Pianta, La Paro,
Payne, Cox, & Bradley, 2002; Rimm-Kaufman, La Paro, Downer, & Pianta,
2005; Rimm-Kaufman & Pianta, 2000), in part because it is not always unidirectional.
Early learning occurs within dynamic contexts that are interconnected and mutually
dependent (Rimm-Kaufman & Pianta, 2000; Shonkoff & Phillips, 2000), and through
social processes that include resources and people (Cohen, Raudenbush, &
Loewenberg-Ball, 2003; Tseng & Seidman, 2007). In other words, children’s behaviors
are contextually-bound, and may be better understood by considering the educational
contexts in which they occur. The organization of activity settings (e.g., large group, free
choice, meals, etc.) is largely a classroom feature that teachers use intentionally to
structure children’s time throughout the preschool day, and can play a major role in how
children practice skills, develop, and successfully transition into elementary school
(Piantaet al., 2005; Shonkoff & Phillips, 2000). Previous research suggests that children
who have difficulty engaging in structured classroom tasks and interacting with their
peers have later social difficulties and poorer achievement scores (Bulotsky-Shearer,
Fantuzzo, & McDermott, 2008). Furthermore, children’s experiences in certain
classroom activities have been linked to academic performance and behavior several
years later (Montie, Xiang, & Schweinhart, 2006).

In preschool, classroom activity settings are an important aspect of the learning

environment for young children. Together, these findings emphasize the importance of
examining the structure (i.e., organization of activity settings) of early childhood
classrooms and underscore the need to understand the situational demands of the
environment in relation to children’s interactions. The purpose of the current study is to
take a naturalistic view of the classroom in order to provide detailed information about
children’s interactions in activity settings, which teachers could then use to be thoughtful
and intentional about what types of support and opportunities to provide that can meet
the individual needs of children across the array of classroom contexts. The current
study examines the extent to which children’s preschool classroom interactions with
teachers, peers, and tasks vary across activity settings (i.e., large group, free choice,
meals, etc.) and whether patterns of variation differ based on child gender and basic
teacher behavior.
There are four types of observational research you can do, ranging from
detached observation with no participation on your part (complete observer) to
immersing yourself completely in the environment (complete participant).
 Complete Observer.
 Observer as Participant.
 Participant as Observer.
 Complete Participant.
Limitations of observation method
There are some limitations of this law.
1. Study of all events is not possible - Study of some events is not possible. Like-
(i) Overview of personal and professional life of husbandry (ii) Time of accident of some
events Not determined by location. For example, Sabbatkala wrangling. (iii) Amuta
events, eg, of the person Thoughts, feelings, mood etc.
2. Fidelity in Business - Occasionally, during observation, people collide with their
natural trade Make dramatic business. As a result, all the conclusions are found to be
weak.
3. Limited Area - Due to the limited time, money and labor limits, the study of the limited
legal area limited Can do it.
4. Partiality - Due to lack of interest and observance in the behavior of the observant
group. There is a possibility of bias in the study.

5. Defects in the learned - Sometimes the knowledgeists are not able to understand the
actual behavior While in observation, it is shining in the role of experts. In such a
situation, the study is effective.

QUESTION - The difference between qualitative and

quantitative research.

Quantitative researchQuantitative research is expressed in numbers and graphs. It

is used to test or confirm theories and assumptions. This type of research can be
used to establish generalizable facts about a topic.

Common quantitative methods include experiments, observations recorded as numbers,

and surveys with closed-ended questions.
Qualitative researchQualitative research is expressed in words. It is used to
understand concepts, thoughts or experiences. This type of research enables you to
gather in-depth insights on topics that are not well understood.
Common qualitative methods include interviews with open-ended questions,
observations described in words, and literature reviews that explore concepts and
theories.
The differences between quantitative and qualitative research
Quantitative and qualitative research use different research methods to collect and
analyze data, and they allow you to answer different kinds of research questions.

Qualitative vs. quantitative research

Quantitative research Qualitative Research

Focuses on testing theories and Focuses on exploring ideas and formulating a

hypotheses theory or hypothesis

Analyzed through math and statistical Analyzed by summarizing, categorizing and

analysis interpreting

Mainly expressed in numbers, graphs Mainly expressed in words

and tables

Requires many respondents Requires few respondents

Closed (multiple choice) questions Open-ended questions

Key terms: testing, measurement, Key terms: understanding, context, complexity,

objectivity, replicability subjectivity

QUESTION:- What is Data collection methods

Quantitative and qualitative data can be collected using various methods. It is important
to use a data collection method that will help answer your research question(s).

Many data collection methods can be either qualitative or quantitative. For example, in
surveys, observations or case studies, your data can be represented as numbers (e.g.
using rating scales or counting frequencies) or as words (e.g. with open-ended
questions or descriptions of what you observe).

However, some methods are more commonly used in one type or the other.

Quantitative data collection methods

 Surveys: List of closed or multiple choice questions that is distributed to

a sample (online, in person, or over the phone).
 Experiments: Situation in which variables are controlled and manipulated to
establish cause-and-effect relationships.
 Observations: Observing subjects in a natural environment where variables
can’t be controlled.

Qualitative data collection methods

 Interviews: Asking open-ended questions verbally to respondents.

 Focus groups: Discussion among a group of people about a topic to gather
opinions that can be used for further research.
 Ethnography: Participating in a community or organization for an extended
period of time to closely observe culture and behavior.
 Literature review: Survey of published works by other authors.

QUESTION- Explain the process of diary / case study /

observation / role of the child in learning Explain it?

During your time at Manor, you will need to conduct a child case study. To do well, you
will need to plan ahead and keep a schedule for observing the child. A case study at
Manor typically includes the following components:

 Three observations of the child: one qualitative, one quantitative, and one of your
choice.
 Three artifact collections and review: one qualitative, one quantitative, and one of
your choice.
 A Narrative

Within this tab, we will discuss how to complete all portions of the case study. A copy of
the rubric for the assignment is attached.
Master of Education: Reading and Literacy
Abstract
The purpose of this study is to describe the effect that providing journal and case study
paper examples, more time to observe in the child care center and the use of different
teaching methods will have on the improvement of observation journals and case study
papers. This action research involved Child Development classes at Deerfield High
School during the fall 2008 school year. Students struggle with completing weekly
observations and case studies. This paper will share the findings of research that was
done to assist students. If students have a better understanding of the observations and
case studies, are provided with examples and are given more time to observe, the
desired outcome is that their observation journals and case study papers will improve.

Introduction
Background of Problem
I am a Family and Consumer Sciences teacher at Deerfield High School in Deerfield,
Illinois. Deerfield is a northern suburb of Chicago and the high school has approximately
1,800 students. I have been teaching at Deerfield High School for four years. While I
have been at this high school, I have taught Child Development Preschool Lab,
Consumer Economics, Freshman Advisory and Contemporary Living. Family and
Consumer Science classes were formerly referred to as Home Economics which
involved becoming a knowledgeable homemaker. In Child Development classes, proper
parenting techniques were emphasized.

Now that Home Economics has evolved into Family and Consumer Sciences, there is
an emphasis on preparing students to become well-informed parents as well as
preparing them to become educated professionals who may work with children in their
careers and their personal lives. Last year I taught two sections of Child Development
Preschool Lab, which is the focus of my action research project. My first period class
had 11 female 10th-12th grade students and my second period class had 14 female 10 th-
12th grade students.

Every week in Child Development Preschool Lab, my high school students, referred to
as the high school friends, plan and teach lessons to two to five year old children in the
on-site child care center, Deer Park Teaching and Learning Center (DPTLC). The
students also observe these preschoolers, referred to as Deer Park friends, every week
while they are in the child care center. The students typically really enjoy the class;
however, they struggle the most with observing the children and creating their
observation journals and semester case study papers. Through the use of their journal
entries, the high school friends analyze and evaluate one specific Deer Park friend’s
physical, intellectual, emotional and social development and write a case study paper to
determine how a specific child is developing for their age.
As a Family and Consumer Sciences teacher, I believe it is essential for high school
students to be able to communicate what they observe or see through detailed written
form. Specifically, in Child Development Preschool Lab, this information should later be
used to make conclusions about how a preschool aged child is developing physically,
intellectually, emotionally and socially. Providing students with life long observation,
analytical and written communication skills to be used in their future will benefit the
student learner.

Rationale for my Research

The focus of this research study will be helping my students improve their observation
journals and case study papers during first semester. Observing, journaling and the
semester case study paper are what students struggle with the most all year in this
class. It causes frustration and anxiety for the high school students and me. I often find
myself wondering how I can make this a more pleasant learning experience for
everyone involved (high school friends, Deer Park friends and me.)

QUESTION- What do you understand by lack of education?

A lack of education can be defined as a state where people have a below-average level
of common knowledge about basic things that they would urgently need in their daily
life. For instance, this could include basic knowledge in math, writing, spelling, etc.
A lack of education can be defined as a state where people have a below-average level
of common knowledge about basic things that they would urgently need in their daily
life.
For instance, this could include basic knowledge in math, writing, spelling, etc.
Especially in poor developing countries, educational inequality is quite prevalent.
A lack of education can have severe adverse effects. In this article, the causes, effects
and solutions for a lack of education are examined in detail.
Causes for a Lack of Education.
Poverty
can be regarded as a big cause of a lack of education and for educational inequality.
Children from poor families often do not have access to proper education since it is
simply too expensive for their families to send them to school. Moreover, these children
also often have to work instead of attending school since they have to contribute to the
family income in order to support their family members financially.
Orphanism
Orphans are at greater risk to suffer from a lack of education compared to ―normal‖ kids
since they often have no one who takes care of them. This could lead to financial
trouble since it is quite hard to earn enough money to cover your expenses while you
are still a kid.
In turn, this may result in a state where these children have to work quite a lot to earn
enough money to survive. Thus, these orphans will have no time to attend school since
they need all their time to work.
Homelessness
If you grow up in a family with homeless parents, chances are that you will not get
proper education since your parents will not have sufficient money to send you to school
and they might not even care too much since they often have other problems like drug
addiction and you may therefore be at great risk to be neglected. Thus, growing up in a
family with homeless parents may also contribute to educational inequality.
Parenting
Parenting is a big factor when it comes to a lack of education. The more your parents
care about you, the less likely it is that you end up with a low level of education.
However, in some cases, parents just do not know better.
They may themselves have a low level of education and think that this education level is
enough for a happy life. Therefore, they may lead you on the same education path
which may lead to a lack of education for you.
Substance abuse
The abuse of substances of all sorts can also contribute to a lack of education. If you
consume drugs on a regular basis, chances are that you become unreliable and you
may also refrain from attending school too often.
Thus, substance abuse at a young age may also increase educational inequality since
children who consume drugs will often prioritize substance consumption over school
and their education levels are likely to suffer due to that.
Bad company
If you hang out with family members or friends who are doing drugs or other illegal stuff,
chances are that you get influenced by these people and they may eventually drag you
down in life. You may also start to consume substances or skip school which may
translate into a lack of education in later stages.
Laziness
Laziness may also be a factor when it comes to educational inequality. Some people
have a higher motivation to learn and develop themselves than others.
People who are not gifted with this drive to learn and progress may have a hard time in
school since they may have no motivation to get good grades in order to be able to
attend university later.
This may also lead to a serious lack of education if the will to learn is extremely limited.
Cultural factors
In some cultures, it is also quite common that people often only get quite basic
education. These cultures often rely on certain beliefs and may not value advanced
education enough to send their children to university or other educational institutions.
Religion
Religion can also play a big role in the level of education. Religious families often live
quite conservative, which often makes it hard for children to get proper education since
the religious beliefs of parents may not be in line with the education goal.

This may be especially true for girls since they are often supposed to stay at home and
to cook and do the household instead of getting proper education and start a career.
Conflicts
Conflicts can also be a big cause of a lack of education. In regions where conflicts are
common, people simply feel that the protection of their life is more important than
sending their kids to school.
Moreover, due to conflicts, many people have to leave their homes and migrate to other
countries to save their life. Thus, children who are suffering from these adverse
conditions are likely not be able to get proper education due to conflicts.
Natural disasters
Natural disasters may also play a role when it comes to a lack of education. When
regions get hit by natural disasters like tsunamis or other catastrophes, people living in
these regions will suffer from vast destruction of public infrastructure.
They may also suffer from serious health issues due to these natural disasters. Under
these horrible conditions, it will be quite hard for children to get proper education since
schools and other educational facilities may have been destroyed.
Insufficient social aid
In many countries, there is a lack of or only insufficient social aid and welfare. If people
become unemployed, they may not get any financial subsidies from the government.

Imagine you have children and lose your job. Now, you will likely not be able to afford
the tuition fees for your kids anymore which may lead to a lack of education for your
children.
Insufficient educational infrastructure
In some regions, the overall educational infrastructure is quite bad. This is especially
true for rural areas. People who live in these regions often have to bring their children to
the next school.
However, many poor people do not even have a car. This will likely lead to a lack of
education for their children since these children may not be able to attend school simply
due to the long distance.
Teacher gaps
Some regions may also suffer from a shortage of teachers. In those regions, classes
are often quite big and teachers will not be able to respond to every school kid
individually.

This may in turn lead to educational inequality since some children learn faster than
others. Children who learn quite slow may be left behind and their overall education
level may significantly suffer due to that.

QUESTION- How socially and emotionally challenged people are

affected or physically challenged Goes Tell their development, the
difficulties that I have come up with-

Social, Emotional and Behavioral Challenges

When schools fail to provide enough support for students, the social, emotional
and behavioral challenges that often come along with learning and attention
issues can lead to serious consequences. These include soc ial isolation,
disproportionate disciplinary rates and an increased likelihood of skipping school,
dropping out and becoming involved with the criminal justice system.
1. Students with learning and attention issues often experience feelings of failure, lack of
acceptance among their peers and high levels of bullying, which can increase the risk of
misbehavior and absenteeism.

Negative emotions can exacerbate academic struggles, and school climate can
also be a significant factor. When students don’t feel a sense of safety or
belonging, they are less likely to attend school and are more likely to engage in
negative behavior.

Studies show that dyslexia^—which is the most common and most studied
learning disability^—increases the risk of anxiety, depression, low self-esteem
and peer rejection. 1 It’s unclear whether social-emotional difficulties are caused
by the same deficits that affect information processing or if these difficulties arise
as a consequence of the stress of repeated failure. 2

New research on bullying underscores the importance of addressing the social

and emotional needs of students with disabilities. One study found that when
students with disabilities are bullied, they are more likely to respond
aggressively—not only to their bullies but to other children as well. 4

Another study looked at bullying rates from grade school through high school and
found that the bullying rates for students with disabilities remained consistently
higher than the rates for students who were not identified with disabi lities.

2. Students with disabilities are more than twice as likely to be suspended as students
without disabilities, and the loss of instructional time increases the risk of repeating a
grade and dropping out.

Of the 2.8 million K–12 students who received out-of-school suspensions in

2013–2014, 700,000 had Individualized Education Programs (IEPs) 6 . Nearly two-
thirds (65%) of total disciplinary removals among students with IEPs involved
students with SLD or OHI.

The disproportionate rates of out-of-school suspension increase dramatically for

students of color who have disabilities. As shown in the chart below, 1 in 4 black
males with IEPs received out of school suspensions in 2013-2014 compared to 1
in 10 white males with IEPs.
The Individuals with Disabilities Education Act (IDEA) provides protections for
students with disabilities by setting specific rules about discipline that schools
must follow. For example, if a student is suspended for a total of more than 10
days in one school year, the school must provide special education services to
allow the student to make progress on his or her IEP goals.

Schools are also prohibited from suspending students with IEPs for behavior that
their IEP team determines is a manifestation of their disability. However, the
disproportionate suspension rates suggest that schools may be overlo oking
disability-connected behaviors.

3. Over 1 million students with IEPs miss three or more weeks of school a year, which
can affect academic achievement—and increase the risk of dropping out.

Nearly 1 in 5 students (19%) with IEPs miss three or more weeks of school each
year, compared to about 1 in 8 students (13%) without IEPs. Altogether,
chronically absent students missed about 98 million school days in 2013 –2014. 13

There are many reasons why some children miss several weeks of school each
year. These reasons include illness, unstable housing and transportation
problems. For students with learning and attention issues, the reasons may also
include academic struggles, bullying and disengagement with school.

QUESTION:- Differentiate between learning disability and

slow Lawrence and backward child.

According to the Individuals with Disabilities Act (IDEA), students with learning
disabilities have ―disorders in one or more basic psychological processes involved in
understanding or using language, spoken or written, which may manifest itself in an
imperfect ability to listen, think, speak, read, write, spell or do mathematical
calculations.‖
However, it is often difficult to distinguish between slow learners and people with LD
based only on observed behaviors. A student with LD has deficits in one or two areas
while performing at or above the average in other areas. The child's potential or overall
intelligence is greater than his/her poor achievement would predict. This is called the
ability-achievement discrepancy. Some children even fall under both the gifted and LD
categories, and are thus referred to as twice-exceptional
 A diagnosis of a learning disability can only be given by trained professionals such as
clinical psychologists, educational psychologists, and educational diagnosticians. Below
are several articles that help give parents and teachers a better idea of what goes into
making such a diagnosis and outline common LD signs and possible teaching
strategies.

 Early Identification: Normal and Atypical Development

 What Are Learning Disabilities?
 Basics for Parents: Your Child's Evaluation
 Who Can Diagnose LD and/or ADHD?
 How Do You Know If Your Child Might Have a Learning Disability?
 Does Third Grade Discrepancy Status Predict the Course of Reading Development?
The last reference raises serious questions about whether an ability-achievement
discrepancy is a valid definition of reading disability. Well-replicated research has
demonstrated that a core deficit for children and adults with reading disabilities is
phonemic awareness (the ability to understand sounds and sound patterns in
language).

Also check these sections of our site for general information about LD and effective
teaching strategies:

 About LD
 For Educators
Tags:

 About Reading
 Assessment and Evaluation
 Learning Disabilities
 Phonological and Phonemic Awareness
 Struggling Readers

QUESTION- What is the cultural management in primary /

primary school for minority students?
Special Rights to Minorities Indian constitution has special rights in Article 29 and 30 to
the Dhalamka and Linguistic Minorities.

1. According to Article 29 (1), people of any community who are resident in any state of
India or any The area that has its own official language, option or culture, has full
authority to protect the area Will These provisions are under the Representation of the
People Act, 1951.

2. Under Article 30 (1), all the minorities should get their base based on Dham or
language. But it has the right to establish its educational institution.

3. In the constitution, the word minority has not been defined.

Education to Minorities

National Education Policy 1986 - Educationally backward minorities in the face of

equality and social justice Special education is being discussed. In 1992, two new
schemes were added to it.

1. Regional Program for Educationally Backward Minorities

2. Madrasa Education Modernization Financial Assistance Scheme launched during

1993-94. The National Minorities Educational Commission was formed in 2004. Whose
uncompromising institutions Can relate himself to scheduled school. Hatta University in
Vatmaan, Poovar University Universities, Assam Universities, Nagaland Universities
and Mizoram Universities are on this list.

Minority Education Related Schemes

Educational schemes of human resource development

1. 1. Aria Intenational Program for Educationally Backward Minorities.

2. A- The main objective of this program is to get the least number of back-to-back
education in those parts Providing facility for education and education.
3. Financial assistance to make madrasa education a success

4. Financial assistance to the institutions working in the field of Persian and Arabic
languages.
5. University for coaching classes to prepare minorities for the competition. Financial
assistance of the Grants Commission

6. Stipends and financials to the second Waqf Council technical institutes and whores
Supports

7. Maulana Azad Education Foundation Residential Schools, Technical / Prof.

Institutional Institutions, Hospital, Backward Provides financial support for coaching
minorities. Financial Assistance Scheme for Modernization of Madarsa Education

1. This plan is completely voluntary. Financial assistance is received by the Central

Government.

2. In this, subjects like Gakhat, English, Hindi etc. are applied in the ancient institutions
by the Department of Education.

3. Granting this scheme depends on the will of madrasas.

4. Its aim is to promote modern education in ancient institutions like Maktaba,

Madrasas. Financial assistance is to be given.

5. For information related to this scheme - Ministry of Human Resources and

Development (Department of Education), New From Simalli to Simpka.

National Minorities Commission Act, 1992

Functions of National Minorities Commission

1. Implement defense measures made by the Central and State Governments to protect
the interests of minorities Advocate to do.

2. Ensure complaints of minorities to be defended with measures and rights of defense.

To see and take them to the appropriate authority

3. To study the problem of discrimination against minorities and to suggest them Give .

4. To study and analyze the issue of social-economic and educational development of

minorities.

5. Appropriate in relation to any minority community selected by the Central

Government or the State Government Suggesting Standards
6. Periodic or special report related to the problems faced by minorities to the Central
Government.

7. and any other issue that the Government may refer to the Commission. Powers of
National Minorities Commission The Commission has powers of civil court to perform
the above functions.

1. Sending summons to any person from any part of India to secure his registration and
To test by swearing.

2. To search and present any document.

3. To take a complaint on names.

4. Seeking public records from any court or government office.

5. Issue of orders for inspection of residents and documents.

6. Any other prescribed issue.

National Commission for Minorities, 1997

Functions of National Minorities Commission

1. To evaluate and monitor the safety measures of minorities.

2. To make suggestions to other government officials.

3. To look into complaints of delisting minorities from rights or security measures.

4. To consider the issues given to the Commission.

Dealing with specific complaints

1. Any person who complains of minorities to their minorities or their security measures.
Or may reach the Institution Commission.

2. A complaint may be addressed to the Chairman or Secretary.

3. No fee is levied to address any complaint, unless it is related to No instructions exist.

The Commission will not accept the following complaints

1. Complaints that do not involve minorities, status and safety measures.

2. The issues which are present before the court.

3. Issues for which appropriate administrative and judicial solutions exist, but use them
Not done.

4. Events that are one year or more old.

5. Complaints that are unclear, unknown, Kribatram name or Nachchhora.

6. Complaints not sent directly to the Commission, but any More about this source
textSource text required for additional translation information

But complained to someone else Go for replication.

Types of complaints of the Commission

1. Grievances for the intervention of the Commission as a regular petition.

2. Grievances for the intervention of the Commission to rectify specific complaints.

3. For the intervention of the Commission's help for any facility, state or improvement.

4. Complaints placed in 1 and 2 can be transferred at any time.

5. The Commission will maintain special registers for complaints of 1,2,3 categories.
Complaint complaint to specific number Along with that, the class will also be given

6. The complainant will be given a form, which will be filled within the prescribed limits.

7. Complaints will be registered in addition to the instructions only if the complainant has
filled this form and submitted it Will do it.

8. If the complaint is not accepted for any of the mentioned reasons then it is clarified
will go.

9. The decision of the complaints of 1 class will be either complete commission or (upon
receiving instructions) the commission is sold.

10. Section or section of the Act as far as possible when dealing with these matters of
commission or branch
9 (4), Decision using the provisions of the Civil Procedure Singh Ta, 1908 and the
appropriate form given in the list Will take

11. The decision taken by the bench will be reported to the entire commission, if the
commission changes it. If he does not, he will be considered as a report of the
Commission.

12. Giving complaints of 2 and 3 classes to any member or officer of the chairman, as
appropriate May give instructions to contact the officer.

13. Complaints of this level will be taken by the member / officer directly and contact the
officer, then You will have to give this information to the Chairman of the Commission.

14. In all these cases, the member / officer should either adopt the system mentioned in
the chairman or be listed Gonna use the forma.

15. Commission on any common or special problem of self / minority person / group /
institution in media Eyes can also take action on him, not necessarily receiving a
specific complaint.

Commission notice

1. Commission's information sheet is published three times a year under the name
'Minority of India'.

2. This information sheet is prepared and organized in the office of the Chairman.

3. Information letter, rights of minorities, safeguards, facilities, schemes, state

government and others.

News, information, views related to government and other organizations, organizations,

agency plans, published.

4. Information letters made by the Commission and its suggestions, Nanaya, Report
and study etc. More about this source textSource text required for additional translation
information